International Journal of Management Education最新文献

{"title":"Deepening gender differences in self-efficacy and sustainable entrepreneurial intentions among Business and Engineering students of Generation Z","authors":"Gustavo Barrera-Verdugo ,&nbsp;Jaime Cadena-Echeverría ,&nbsp;Daniel Durán-Sandoval ,&nbsp;Antonio Villarroel-Villarroel","doi":"10.1016/j.ijme.2025.101186","DOIUrl":"10.1016/j.ijme.2025.101186","url":null,"abstract":"<div><div>While the role of self-efficacy in influencing entrepreneurial intention has been extensively examined, further investigation is needed to gain a deeper understanding of the gender disparities that exist with respect to the various dimensions of entrepreneurial self-efficacy, as well as the impact these dimensions have on sustainable entrepreneurial intention. This research examines the gender differences in the dimensions of entrepreneurial self-efficacy identified by McGee (2009) among Business and Engineering students belonging to Generation Z in South America. A total of 315 university students from Chile and Ecuador responded to an online survey that assessed the dimensions outlined in the Multidimensional Entrepreneurial Self-Efficacy Scale, which measures search, planning, marshalling, implementing-people and implementing-finance self-efficacy. The responses were subjected to analysis using Composite Confirmatory Analysis (CCA), non-parametric tests for comparison of frequency distributions, and a multigroup PLS-SEM analysis. The findings supported the existence of gender disparities in dimensions of entrepreneurial self-efficacy among the study population. Male students exhibited higher values for both searching and marshalling self-efficacy, while female students demonstrated higher values for planning and financial self-efficacy. No statistically significant gender differences were identified with respect to the effect of self-efficacy dimensions on sustainable entrepreneurial intention. The results contribute to our understanding about gender differences on entrepreneurial self-efficacy and sustainable entrepreneurial intention among young business and engineering students. The findings may inform the training of young business and engineering students in South America, with the objective of reducing gender disparities in specific entrepreneurial capabilities that may affect the development of sustainable entrepreneurship.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101186"},"PeriodicalIF":6.0,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143820461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond the neoliberal straitjacket: the Degrowth Pedagogy Framework (DPF) for business schools","authors":"Carla Liuzzo","doi":"10.1016/j.ijme.2025.101178","DOIUrl":"10.1016/j.ijme.2025.101178","url":null,"abstract":"<div><div>This conceptual paper introduces the Degrowth Pedagogy Framework (DPF) as a pedagogical innovation that develops critical skills in educators and students to challenge growth-dependent sustainability models, ultimately advancing responsible management and sustainability in higher education. Drawing on critical pedagogy as a form of resistance in the Freirean sense, the DPF offers a novel approach that guides educators beyond the constraints of neoliberal orthodoxy. The DPF advances business school education for preparing students to lead during ecological and societal crises. Providing educators with five pillars to critically examine the limitations of neoliberal free-market capitalism, the DPF introduces degrowth as a valid and essential counter-narrative in business school pedagogy. By fostering a constructivist approach and encouraging multi-paradigmatic worldviews, the DPF promotes a ‘childlike mindset’ that cultivates openness to new paradigms. Ultimately, this paper responds to the urgent need for pedagogical innovation in sustainability education and contributes to business schools fulfilling their commitments to the Principles for Responsible Management Education (PRME) and the United Nations Sustainable Development Goals (UNSDGs).</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101178"},"PeriodicalIF":6.0,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143820460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Empowering future accountants: The role of self-regulated learning in lifelong success","authors":"Marelize Malan,&nbsp;Gideon Els,&nbsp;Ilse Karsten","doi":"10.1016/j.ijme.2025.101183","DOIUrl":"10.1016/j.ijme.2025.101183","url":null,"abstract":"<div><div>This study explores the role of self-regulated learning (SRL) in fostering lifelong learning skills among second-year Bachelor of Accounting students, aspiring to become chartered accountants. Lifelong learning, a crucial competency for chartered accountants, is closely tied to SRL, which involves actively managing one's cognitive processes, motivation, and learning environment. The study examines SRL through various theoretical lenses, including cognitive, sociocultural, constructivist, and motivational theories. By examining these theories, an integrated programme could be developed that raises students' awareness about self-regulated learners' characteristics. The objective of this study, situated within an action research methodology, is to examine the effectiveness of this programme in increasing students' knowledge and awareness of SRL skills and how it can be implemented in their learning process. The findings suggest that students found the programme fun, educational and insightful. They identified the programme as a tool to empower them with the key elements of SRL. The contribution of this study provides management educators with a framework for integrating SRL skills into existing curricula, enabling effective teaching strategies without disrupting course structures. By embedding SRL development, educators can enhance students' professional competencies, improving job readiness and performance in dynamic managerial roles.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101183"},"PeriodicalIF":6.0,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143815003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A novel approach to measuring digital entrepreneurial competencies among university students","authors":"Djina Ivanović ,&nbsp;Sonja D. Radenković ,&nbsp;Hasan Hanić ,&nbsp;Vladimir Simović ,&nbsp;Milena Kojić","doi":"10.1016/j.ijme.2025.101180","DOIUrl":"10.1016/j.ijme.2025.101180","url":null,"abstract":"<div><div>This study aims to develop a model for evaluating digital entrepreneurial competencies (DEC) among Serbian university students and to identify the factors that influence their DEC levels. A quantitative research design was employed, using a structured questionnaire based on the EmDigital framework, with responses collected from 149 students. The data were analyzed using descriptive statistics, non-parametric tests (Mann-Whitney U and Kruskal-Wallis), and Poisson regression to explore relationships between socio-demographic, contextual, and institutional variables and DEC levels. The key findings reveal that employment status, level of study, field of study, and the mother's educational background significantly affect DEC. Students who are more likely to attain higher DEC levels are those who are employed, pursuing undergraduate degrees, studying information technology, and whose mothers have completed high school. These results provide valuable insights for educators and policymakers seeking to enhance DEC in alignment with market demands.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101180"},"PeriodicalIF":6.0,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143820459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing student acceptance of artificial intelligence-driven hybrid learning in business education: Interaction between self-efficacy, playfulness, emotional engagement, and university support","authors":"Shaofeng Wang ,&nbsp;Zhuo Sun ,&nbsp;Huanhuan Wang ,&nbsp;Dong Yang ,&nbsp;Hao Zhang","doi":"10.1016/j.ijme.2025.101184","DOIUrl":"10.1016/j.ijme.2025.101184","url":null,"abstract":"<div><div>This study examines the factors influencing student acceptance of Artificial Intelligence (AI)-driven hybrid learning within higher education, specifically focusing on business education. By expanding the traditional Technology Acceptance Model (TAM) and incorporating Self-Determination Theory (SDT), this research explores the interplay between perceived playfulness, learning goal orientation, self-efficacy, and university support. The PLS-SEM and semi-structured interviews were applied to data analysis from 279 Chinese university students majoring in international business. The findings reveal that self-efficacy, emotional engagement, and university support significantly enhance students' acceptance of AI-driven hybrid learning. University support, in particular, serves as a critical moderator, amplifying the effects of self-efficacy and acceptance attitudes. The study contributes to the evolving discourse on AI integration in management education, offering insights into optimizing AI-driven hybrid learning experiences and strategies in higher education settings. These findings have implications for curriculum design, institutional support mechanisms, and pedagogical approaches in business and management education, particularly in the context of advancing technological integration and meeting employers' evolving needs.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101184"},"PeriodicalIF":6.0,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143807503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A model of constructive procedural justice through the example of a student academic competition","authors":"Ariel Mitev ,&nbsp;László Koloszár ,&nbsp;Ágnes Wimmer","doi":"10.1016/j.ijme.2025.101176","DOIUrl":"10.1016/j.ijme.2025.101176","url":null,"abstract":"<div><div>Evaluation is critical in talent development because it can significantly determine perceived effectiveness and experiences. Utilizing the logic of procedural justice and extending the theory, we have created a model of constructive procedural justice consisting of three interdependent stages (constructiveness of written feedback, fairness of decision-making, and psychological gains). This study analyzes the evaluation process of a series of national-level student academic conferences and competitions in Hungary using this constructive procedural justice model. Concerning written evaluations, our results highlight that constructive textual feedback is more decisive than the score achieved. Participants perceive a lower score as fair if the textual assessment is detailed, thorough, supportive, suggests areas for improvement, and contains a forward-looking approach. In addition, providing support for voice and jury neutrality is essential to ensuring that students leave with a truly positive experience and continue working with renewed vigor, regardless of the competition scores achieved. The results obtained apply to other activities evaluated by written feedback, including theses, dissertations, or publications.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101176"},"PeriodicalIF":6.0,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Action research as a creative teaching method for humanistic management education: A case study of undergraduate business students","authors":"Patrick Adriel H. Aure","doi":"10.1016/j.ijme.2025.101179","DOIUrl":"10.1016/j.ijme.2025.101179","url":null,"abstract":"<div><div>This study examines the integration of action research and humanistic management principles in undergraduate business education, supporting UN Sustainable Development Goals 4 (Quality Education) and 8 (Decent Work). Through a case study of Applied Corporate Management students at De La Salle University, Philippines, the research documents how these teaching methods build management competencies and connect theory with practice. The specific pedagogical innovation combines action research methodology with humanistic management principles, creating an environment where students tackle actual organizational challenges. The study analyzes 36 student group action research projects over two years using qualitative thematic analysis, grounded in humanistic management theory. Results show that doing action research helps students create practical solutions to organizational and community problems, contributing to SDG 17 (Partnerships for Goals). Students reported enhanced well-being, better feedback processes, higher productivity, participant empowerment, and stronger community connections. Students appreciated that this approach develops critical skills needed for responsible management: systems thinking, stakeholder engagement, ethical decision-making, and reflective practice—preparing students to address both business and societal issues. The combined methods advance responsible management and sustainability by encouraging leadership that values human dignity, ethical behavior, and collaborative problem-solving while meeting organizational needs. The research adds to humanistic management education literature by showing how these principles encourage inclusive organizational practices even at the undergraduate level. An unexpected finding was some student groups independently incorporated AI tools in their action research projects, which is an area for future study. The paper discusses implications for educators preparing students for global challenges and suggests future research on creative teaching in business education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101179"},"PeriodicalIF":6.0,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How is the entrepreneurial mindset of university students formed? The role of entrepreneurial inspiration, education, methods, and environment","authors":"Nematollah Shiri ,&nbsp;Mojgan Khoshmaram ,&nbsp;Hossein Mehdizadeh ,&nbsp;Razieh Sadraei ,&nbsp;Rami Ayoubi","doi":"10.1016/j.ijme.2025.101158","DOIUrl":"10.1016/j.ijme.2025.101158","url":null,"abstract":"<div><div>Although few studies have been conducted on entrepreneurial mindset among students in the higher education sector, most of them have tried to explain the entrepreneurial mindset of students from traits and skills perspective. Considering that the results of these studies are unreliable in predicting the entrepreneurial mindset; using a cognitive approach, we investigated the formation of the entrepreneurial mindset among higher education students in Iran by considering the effect of latent variables of entrepreneurial environmental support, education, and methods and the mediating role of entrepreneurial inspirations. Our sample included 436 university students from management faculties in Iranian higher education institutions. The results of showed that the latent variables of entrepreneurial environmental support, education and inspiration had a positive and significant effect on the entrepreneurial mindset of students in the higher education sector in Iran. However, the effect of entrepreneurial education methods on the entrepreneurial mindset was not confirmed. In addition, the results of the study confirmed the indirect effect of entrepreneurial education (formal and non-formal) through entrepreneurial inspiration on the entrepreneurial mindset of those students. This research, while filling the gap in studies on entrepreneurial mindset among students, especially in a developing country like Iran, has appropriate practical implications for government and educational policymakers. For this purpose, formal and non-formal education courses can be held, entrepreneurial events can be organized, and entrepreneurs can be invited to attend universities and higher education institutions to develop the entrepreneurial mindset of students.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101158"},"PeriodicalIF":6.0,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Is the road to high growth paved with intrapreneurial intention? The role of entrepreneurial self-efficacy and digital skills on entrepreneurship intention types","authors":"Colin Donaldson ,&nbsp;Ángel Peiró Signes ,&nbsp;Jorge Villagrasa","doi":"10.1016/j.ijme.2025.101174","DOIUrl":"10.1016/j.ijme.2025.101174","url":null,"abstract":"<div><div>This work investigates the influence of entrepreneurial self-efficacy and digital skills on intrapreneurial and high-growth intentions among 142 undergraduate students enrolled in a Spanish entrepreneurial university. The moderating effect of fear of failure on entrepreneurial self-efficacy is assessed. Partial Least Squares Structural Equation Modelling (SEM-PLS) using SmartPLS is used to test the relationships between variables. Findings show that entrepreneurial self-efficacy significantly enhances intrapreneurial intention but does not directly impact high growth intention. Digital skills have a direct positive effect on intrapreneurial intention and an indirect effect on high growth intention. Fear of failure does not moderate the relationship between entrepreneurial self-efficacy and either type of entrepreneurial intention. The study makes theoretical contribution to the situated psychological differences school of entrepreneurial intention research by enhancing understanding of how entrepreneurial self-efficacy and digital skills influence specific types of entrepreneurial intention. Practical implications are provided for educational practitioners and institutions.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101174"},"PeriodicalIF":6.0,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of interpersonal relationships in leadership programs: Development and validation of a peer-coaching scale","authors":"Laura Cortellazzo,&nbsp;Sara Bonesso,&nbsp;Fabrizio Gerli","doi":"10.1016/j.ijme.2025.101181","DOIUrl":"10.1016/j.ijme.2025.101181","url":null,"abstract":"<div><div>Research recognizes the pivotal role of developmental relationships in effective leadership development and in fostering professional growth. In this regard, peer coaching represents an effective pedagogical tool in leadership development programs, as a form of mutually beneficial relationship between individuals of equal status. Despite the growing interest in leveraging peer coaching, there is a remarkable scarcity of theoretical and empirical research on the adoption of this technique and the measurement of its effects. This study addresses this gap by developing an original 13-item peer coaching measurement scale that encompasses two dimensions: Peer Coaching Meaning Making, and Peer Coaching Supportive Relationship. The paper examines the validity and reliability of this peer coaching scale across different cohorts of master's degree students who attended a leadership course at a public Italian University. Results from the exploratory and confirmatory factor analysis confirm adequate psychometric properties in terms of criterion-related validity and reliability. Additionally, the results offer insights on the learning outcomes attained in three areas: students' peer coaching self-efficacy, their self-awareness, and their engagement in the leadership development program. This paper provides insights for educators and human resource development practitioners to effectively measure the impact of this collaborative relationship within a leadership learning journey.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101181"},"PeriodicalIF":6.0,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143784990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}